EXPERIENCES OF FILIPINO TEACHERS IN ONLINE INSTRUCTION WITH INTERNATIONAL STUDENTS

This phenomenological study aims to investigate the experiences of Filipino ESL teachers engaged in online instruction with international students. It is based on Garrison, Archer, and Anderson's (2000) Community of Inquiry (CoI) Framework, which emphasizes the creation of a collaborative and engaging online learning environment. The research explores the difficulties faced by Filipino educators, including linguistic and cultural hurdles as well as technical problems like erratic internet connections. In-depth interviews and focus groups were conducted with ten Filipino ESL teachers who work with overseas students from different nations. According to the findings, educators face challenges when it comes to modifying their teaching strategies to suit students from a variety of cultural backgrounds and English proficiency levels. Teachers used a variety of coping strategies to address these issues, including visual aids, language simplification, and making use of technology, such as translation software. The study also emphasizes the importance of cultivating cultural awareness, cultivating tolerance, and maintaining an optimistic and receptive mindset in order to establish a healthy learning environment. The experiences of the teachers also highlight the importance of pursuing ongoing professional development in order to enhance instructional methods and student participation in virtual learning environments. Filipino teachers, students, and educational institutions all stand to gain from the study's insightful conclusions on ESL teaching methods. The study provides Filipino educators with useful tactics to boost their efficacy as teachers, increase student engagement, and promote personal development in cross-cultural learning environments. The results can be used by language proficiency testing organizations, such as TESOL and TEFL, to create professional development courses that highlight the unique difficulties of online instruction and assist educators in enhancing their teaching methods. Additionally, students will benefit from the enhanced teaching strategies and culturally sensitive classrooms, which will increase their language skills and understanding of cultural diversity. Lastly, by providing a solid foundation for future research, the study advances our knowledge of Filipino teachers' experiences in online learning and the influence of cultural diversity on ESL instruction. KEYWORDS: Filipino Teachers, Online Instruction, International Students